Thanksgiving, Pilgrims, Native Americans

Thanksgiving Internet Lesson Plan

Ms. Schiffman's First Grade Home Page
Ms. Schiffman's Thematic Internet Lesson Plans

Sandy Schiffman
Keeling Elementary School
Date:     November 2000 (Three half hour sessions)
Grade Level:     First Grade
Title of Lesson:   What is Thanksgiving about? Who were the Pilgrims? Who are Native
                                  Americans?

State Standards

Standard One: History

1SS-F1 Demonstrate the ability to place events in chronological sequence, with emphasis on:
    PO 2 recognizing a sequence of events
1SS-F2 describes everyday life in the past and recognizes that some aspects change and others stay the same, with emphasis on:
    PO 1 using primary source materials, including photographs, artifacts, interviews, and documents to trace the history of a family from long ago
    PO 2 the economies, symbols, customs, and oral traditions of an Indian community of Arizona, including the significance of the Eagle Feather, trade networks, decorative arts, housing, songs, and dance
1SS-F3 Use stories to describe past events, people, and places, with emphasis on:
    PO 1 contributions from past events and cultures
    PO 2 examples of individual action, character, and values
    PO 3 descriptions of daily life in past time and different places, including roles of men, women and children

Standard Two - Civics/Government

2SS-F2 Identify and describe the symbols, icons, songs, and traditions of theUnited States that exemplify cherished ideals and provide continuity and sense of community across time, with emphasis on:
PO 2 the significance of the national holidays and the heroism and achievements of the people associated with them, including Thanksgiving, Presidents' Day, Martin Luther King, Jr. Day, the Fourth of July, Labor Day and Veterans Day

Standards - Writing

W-F1. Use the writing process, including generating topics, drafting, revising ideas and editing, to complete effectively a variety of writing tasks
    PO 1. Generate topics through prewriting activities (e.g., brainstorming, webbing, mapping, drawing, writer’s notebook, K-W-L charts, scaffolds, group discussion)
W-F2.Use correct spelling, punctuation, capitalization, grammar and word usage, and good penmanship to complete effectively a variety of writing tasks
    PO 1. Spell high frequency words correctly
    PO 2. Punctuate endings of sentences
    PO 3. Capitalize sentence beginnings and proper nouns
    PO 4. Use standard, age-appropriate grammar and word usage (e.g., basic subject-verb agreement, complete simple sentences, appropriate verb tense, regular plurals)
    PO 5. Write legibly

Technology State Standards:

1T-R1 Communicate about basic technology components using developmentally appropriate and accurate terminology
    PO 1 Use basic vocabulary related to the use of technology
    PO 2 Identify the components of a computer
1T-R2 Use input devices and output devices successfully to operative computers, VCRs, audiotapes and other technologies
    PO 1 Demonstrate start up and shut down procedures of basic technology components
    PO 2 Use devices to complete a task
1T-F2 Demonstrate functional operation of technology components
    PO 1 Demonstrate correct ergonomic use of technology.
    PO 3 Access information sources (e.g., pre-bookmarked Internet sites)
1T-F3 Use developmentally appropriate technology resources to access information and communicate electronically
    PO 1 Operate keyboard and other common input and output devices
        (a) Use device in response to software
        (b) Use keyboard effectively
5T-F1. Recognize electronic information sources
    PO 1. Identify potential sources of information about a topic (e.g., video or cassette tapes, Web pages, CD-ROMs)
    PO 2. Locate information in a resource selected by the teacher (e.g., Web page, CD-ROM)
6T-F1. Use technology resources for problem solving, self-directed learning and extended learning activities
    PO 1. Based on a class-defined problem, use technology to:
        (a) collect data
        (b) interpret data

Academic Objectives:

Students will use their listening skills while understanding what the rules are for the use of the computer and the Internet sites.
Students will use their cooperative skills when discussing the sites and the ideas learned during the lesson.
Students will listen to the brainstorming prompts given by the teacher, buddy buzz and discuss their ideas with their partners.
Students will activate their prior knowledge based upon discussions and books read during class activities and discuss the meaning of Thanksgiving.
Students will discuss and learn:

Who were the pilgrims? Why did they leave England to the New World?
What was the first winter in the new colony like for the pilgrims?
What type of buildings did the pilgrims have?
What type of clothes did the pilgrims wear?
Who were the Native Americans?
How did they help the pilgrims?
What type of clothes did they wear?
What were their homes like?
How were the pilgrims different from the Native Americans?
What was the first Thanksgiving like?
Why do we celebrate Thanksgiving in November?

Students will compare and contrast the Pilgrims and the Native Americans using a venn diagram.
Students will write in complete sentences what they have learned about the Pilgrims, Native Americans and why Thanksgiving is important to them.

Technological:

Students will practice moving within Ms. Schiffman’s homepage and get to the appropriate site.
Students will practice moving from screen to screen within the Trackstar site.
Students will practice scrolling down and across using the scroll bar.
Students will correctly use the terminology when referring to different parts of the computer, screen, disk drive, mouse as well as within the Windows program itself (i.e., scroll bar, back button, home button, menu bar, etc..)

Pre-requisite technology skills

Students will know how to press the space bar to activate the computer.
Students will know how to get to Ms. Schiffman’s First Grade homepage.
Student will know how to use the mouse, scroll down and across bar, back button, know how to exit a program.

Materials

Computer, mouse, and headset
Internet connection
Access to Ms. Schiffman’s First Grade homepage
http://www.amphi.com/~sschiffm/index.html
Access to Thanksgiving Trackstar http://trackstar.hprtec.org:80/main/track_frames.php3?track_id=41773&nocache=467080647
Venn diagram worksheet
Six Traits of Writing Rubric

Procedures

Session One/Two:

Teacher will review the rules of the lab with the students before going to computer class.
Teacher will direct students to access Ms. Schiffman’s First Grade homepage.

http://www.amphi.com/~sschiffm/index.html.

Teacher will direct students to Star Students page.

http://www.amphi.com/~sschiffm/starstudents.htm.

Teacher will direct students to go to Thematic lessons section and highlight the link under November – Pilgrims, Native Americans and Thanksgiving (Trackstar site).
Teacher will ask the students to view the site.
http://www.bry-backmanor.org/holidayfun/story.html and say the following: Let's read the story about Marcy and Matthew's Thanksgiving. What did they have for dinner? Who did they make friends with? Students will buddy buzz and discuss the questions and story with their partners.
Teacher will ask the students to view the site http://teacher.scholastic.com/thanksgiving/pictimeline/index.htm and say the following: Remember our timeline in our classroom? Let's look at this timeline and learn when the pilgrims came to the Americas. What was their journey like? How many people traveled on the ship? What was the name of the ship? What did they do when they landed? What was the weather like? Who did they make friends with in the new land? When was the first Thanksgiving? Students will buddy buzz and discuss the questions with their partners.
Teacher will ask the students to view the site http://archnet.uconn.edu/topical/historic/plimoth/plimoth.html and ask them the following questions: Who were the pilgrims? Where did they first live? What was life like for them? How did they cook dinner? What did their oven look like? What is a bastion? What type of clothes did they wear? What is a wigwam? What does it look like? Who would have a wigwam? Students will buddy buzz and discuss the questions with their partners.
Teacher will ask the students to view the site http://www.kidsdomain.com/holiday/thanks/art.html and say the following: Let's look at what Katherine, when she was 7 years old, made to celebrate Thanksgiving! Tell your partner what you think about the pictures. Maybe you could draw some of your ideas at home. Students will buddy buzz and discuss with their partners.
Teacher will ask the students to view the site http://www.kidsdomain.com/holiday/thanks/games/con1.html and http://www.kidsdomain.com/holiday/thanks/games/word1.html. Teacher will give directions on how to play the games.
Teacher will direct the students to close down the Internet.

Session Two/Three:

Teacher will ask the students to view the site http://www.germantown.k12.il.us/html/culture.html and say the following: Let's explore different Native American cultures. How are their homes different? What about their clothes? What are totem poles or kachina dolls? What type of food did they eat? What made them different? Students will buddy buzz and discuss the questions with their partners.
Teacher will ask the students to view the site http://www.desertusa.com/ind1/du_peo_ana.html and ask them the following questions: Who were the Anasazi People? Where did they build their homes? What are their homes like? Students will buddy buzz and discuss the questions with their partners.
Teacher will ask the students to view the site http://www.desertusa.com/ind1/du_peo_hoh.html and ask them the following questions: Who were the Hohokam people? What were their homes like? How were they different from the Anasazi homes? Students will buddy buzz and discuss the questions with their partners.
Teacher will ask the students to view the site http://www.desertusa.com/cas/index.html and say the following: Let's take a look at some wonderful Hohokam ruins right here in our own backyard. Students will buddy buzz and discuss the site with their partners.
Teacher will ask the students to view the site http://sipapu.gsu.edu/great.kiva/elite/imtour.html and say the following: Let's explore a kiva built by the Chaco Anasazi of New Mexico. What do you see? What do you think happened in a kiva? Who went inside? Who made it? Why did they make it so big? Students will buddy buzz and discuss the questions with their partners.
Teacher will ask the students to view the site http://tc.bostonkids.org/html/collect.htm and say the following: Let's explore the different Native American artifacts from this site. Students will buddy buzz with their partners.
Teacher will direct the students to close down the Internet.
In the classroom, teacher will lead a discussion on the similarities and the differences between the Pilgrims and the Native Americans. Students will participate in the creation of a venn diagram.
In the classroom, teacher will direct the students to write in complete sentences the reasons why Thanksgiving is important and what they have learned about the Pilgrims and Native Americans.

Assessments

Students will be observed to see how well they listened to directions.
    Are they on the right site?
    Are they discussing with their partner facts learned in class and at the current site?
Students will be observed to see how well they work with each other.
    Are they able to help each other out in turning on/off the computer?
    Are they able to communicate the directions to each other?
    Can they solve the problems together?
Students will be observed to see how well they get around the computer.
    Are they able to turn on/off the computers?
    Are the students able to go from one site back to the previous by using the back button?
    Are the students able to use the mouse to click on the correct icons?
Students will be observed during the computer sessions and in subsequent classroom discussions to see if they comprehend and are able to discuss the following:
    Who were the pilgrims? Why did they leave England to the New World?
    What was the first winter in the new colony like for the pilgrims?
    What type of buildings did the pilgrims have?
    What type of clothes did the pilgrims wear?
    Who were the Native Americans?
    How did they help the pilgrims?
    What type of clothes did they wear?
    What were their homes like?
    How were the pilgrims different from the Native Americans?
    What was the first Thanksgiving like?
    Why do we celebrate Thanksgiving in November?
Students will be observed to see if they actively participate in the classroom discussions and in the creation of a venn diagram.
Students writing samples will be assessed according to the Six Traits Plus One Writing Rubric.
Six Traits of Writing Web Site.